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ERIC Number: EJ780855
Record Type: Journal
Publication Date: 2007-Dec
Pages: 15
Abstractor: Author
Reference Count: 17
ISSN: ISSN-0958-8221
Monitoring the Learner--Who, Why and What For?
Bertin, Jean-Claude; Narcy-Combes, Jean-Paul
Computer Assisted Language Learning, v20 n5 p443-457 Dec 2007
This paper is the result of a need to develop a conceptual framework for monitoring the learner in a computer-mediated language learning environment. In agreement with Chapelle, who suggests that technological capacities must be questioned in the terms of SLA theory, the position held here is that theory is needed even in the case of practical research. The authors' theoretical assumptions are clearly explicited. They cover the nature of the human faculty of language, recent theories on the dual nature of language production, key processes in L2 acquisition and the role of nativisation. Expliciting theory leads to defining concepts such as mediation, help, learning aids, monitoring, follow-up, feedback, scaffolding and tutoring which are constantly being referred to in the study. This set of definitions points to the fact that monitoring should not be perceived as an end in itself, but should rather be understood as a means to achieve an end. Reflecting on technological mediation and the learning situation leads to a view of the learning cycle as a coherent interplay of macro- and micro-tasks. Distance plays a key role in learning and taking it into account will help define what is to be tracked/monitored. The paper then presents two concrete examples that illustrate the passage from theory to practice. Many questions are raised which open up many new areas for research. (Contains 6 figures and 3 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A